Figure 2.3 Degree of Similarity between the Previous Studies and This Study
Figure 2.3 above shows the similarity between the previous studies and this study. The darker the color, the more similar the previous study with this
study. In this case, this study is more specific and detail than other investigations conducted by other researchers. First, although Grosser and Nel and Rashid and
Hasyim carried out the studies with similar design to this study the correlational design, the inspection in their studies are broader than this study. They
investigated critical thinking in relation to the language proficiency as a general competency in a unity. On the other hand, this study is conducted to find out
critical thinking ability in relation to one of the parts of the language proficiency, i.e. writing skill. Next, in comparison with the study conducted by Assadi,
Davatgar, and Jafari and another one which is conducted by Khodabakhsh, Jahandar, and Khodabandehlou, although those studies investigated the same
variables, i.e. critical thinking and writing, they applied different design from this study. Their studies’ designs are categorized as an experimental design since those
studies are intended to find out the impact or influence of critical thinking toward the writing skill. By any considerations of the reviews of the related previous
studies above, it can be considered that this study is not a replica of the previous studies, instead it is an expansion as well as a more specific research focusing on
critical thinking ability and writing ability as the variables of this study.
D. Conceptual Framework
Writing is an activity that is not easy to do for some certain people. To write well, a writer needs some processes and practices. Besides, writing is not
only to use a pen or pencil to input a series of words onto a piece of paper; however, it is a process of discovering ideas and communicating the ideas into a
written form; thus, it requires the writers to have some considerations to make
Rashid and Hasyim 2008
Grosser and Nel 2013
Assadi, Davatgar, and
Jafari 2013
Khodabakhsh, Jahandar, and
Khodabandehlou 2013
This Study Critical
Thinking Ability and Writing
Ability
their writing interesting as well as meaningful for their readers. The writers are required to have the ability to employ and involve their mind by providing some
adequate evidence and information that are reasonable for their readers. As a result, the writers
’ critical thinking ability to do such thing is needed. Following, Figure 2.4 describes the estimated relationship between critical thinking ability
and writing ability.
Figure 2.4 Conceptual Framework of Critical Thinking Ability and
Writing Ability
Figure 2.4 above reveals that the relationship between critical thinking ability and writing ability may be directly proportional. It means that if the writers
are good at critical thinking ability, they are supposed to have a good writing ability; meanwhile, if they have poor critical thinking ability, they are supposed to
have a poor writing ability.
E. Research Hypotheses
This study proposes some hypotheses as follows: 1. Null hypothesis H
: there is no any significant relationship between critical thinking ability and writing ability of the sixth semester students of
Department of English Education of Syarif Hidayatullah State Islamic University Jakarta academic year 20132014;
2. Alternative hypothesis H
a :
there is any significant relationship between critical thinking ability and writing ability of the sixth semester students of
Department of English Education of Syarif Hidayatullah State Islamic University Jakarta academic year 20132014.
Critical Thinking
Ability Writing
Ability
29
CHAPTER III RESEARCH METHODOLOGY
This chapter describes the research methodology which comprises the period on which this study was executed, the scheme underlying the way the data
was analyzed, the number of subjects participating in this study, the instruments which were used and the way in administering those instruments, as well as the
way the data were analyzed. These are respectively presented in time and place of the study, research design, population and sample, research instrument, technique
of data collection, and technique of data analysis.
A. Time and Place of the Study
This study was carried out from April to June 2014 at Department of English Education of Syarif Hidayatullah State Islamic University Jakarta.
B. Research Design
A correlational design, included as a quantitative research, was used in this study. It was employed to find out and measure the relationship between two
variables covering an independent variable critical thinking ability and a dependent variable writing ability by using a correlational analysis.
C. Population and Sample
The population of this study was all the students in the sixth semester of Department of English Education of Syarif Hidayatullah State Islamic University
Jakarta, academic year 20132014. The sixth semester students were decided as the participants of this study due to a consideration that they had the adequate
knowledge related to the writing skill because they had already attended several writing courses in Department of English Education. In addition, the sixth
semester students were spread into three classes, i.e. VI A, B, and C, in which there were about 40 students in each class. The total of the population was 121
students. From the three classes, there were only 60 students who involved and
participated as the sample of this study which were taken from class VI A and B. They were determined as the sample of this study by using purposive sampling
technique since class VI C had taken part in the instrument try-out.
D. Research Instrument
The kinds of instruments used were tests encompassing: 1. Critical Thinking Test
The number of the critical thinking test items comprises 37 questions in the form of multiple choices having two to five alternatives. The scheme and test
specification of this test follows and are similar to the Watson-Glaser Critical Thinking Appraisal®
. There are five sections included in this test consisting of inferences, assumptions, deductions, interpreting information, and
arguments see the instrument specification in Appendix 1. The tryout of critical thinking test was conducted to some students who had the same level
as the targeted participants of this study. Based on the instrument try-out result, it shows that the score of this test validity is various shown by the
discrimination index DI from 0.11 to 0.67. From the 37 items, there are 17 items included as the good or valid ones since these pass the threshold score
of validity DI 0.30, whereas the remaining test items of which DI= 0.11−0.29 were revised before these were administered to the targeted
participants see Appendix 5. Besides, the reliability of this test, measured by using Kuder-Richardson KR-20 equation, indicates a fairly high reliability
that is shown by the reliability score 0.60 see Appendix 6; 2. Test of Written English Independent Essay
This test is provided to find out the students’ writing ability. There are four
topics to develop by the participants in this test. The topics are taken from TOEFL®. Additionally, the analytic scoring is used to
assess the students’ writing ability.
